Improving joy and meaning in work COLLECTIVE LEADERSHIP AND (COLLECTIVE LEADERSHIP FOR TEAM PERFORMANCE) SAFETY CULTURES EMOTIONAL SUPPORT IN TEAMS 1
Pati tient Safety Story The e im impact of of an in incid ciden ence on on a staff member Source: HSE https://www.hse.ie/eng/about/qavd/incident-management/patient-safety-voices.html Co-Lead
In Intro • 2 nd victims are defined as “health care providers who are involved in an unanticipated adverse patient event, in a medical error and/or a patient related injury and become victimized in the sense that the provider is traumatized by the event.” 1 • Survey data has indicated that in one year, 14% – 30% of health care providers in the US were involved in a patient safety event and suffered personal, emotional, and professional problems as a result 1 • Support or encouragement from colleagues and managers can help health care providers cope emotionally and professionally after an adverse event 2 1 Scott, et al, 2009: The natural history of recovery for the healthcare provider "second victim" after adverse patient events. 2 Sirriyeh, et al. 2010: Coping with medical error: a systematic review of papers to assess the effects of involvement in medical errors on healthcare professionals' psychological well-being. Co-Lead
Symptoms Healthcare professionals might show a range of emotional responses to an adverse event/critical incident. These include: • Feelings of incompetence and isolation • Denial of responsibility – discounting of the importance of the event • Emotional distancing • Overwhelming guilt • Symptoms of Post Traumatic Stress Disorder (PTSD). Symptoms are often related to the severity of the incident. However, staff can also suffer from traumatic emotional responses caused by minor incidents and near-misses. Source: HSE - Supporting Staff following an adverse event Co-Lead
Post Traumatic Str tress Dis isorder (P (PTSD) • It is not uncommon for staff to suffer If symptoms persist more than from PTSD in response to adverse events about 4 weeks, you should contact your GP/Occupational Health • Symptoms usually develop within a Department month following the traumatic event • But can be delayed by months or even years. If you suspect PTSD in a colleague, • Symptoms include: remind them of the supports • Re-experiencing the event (e.g. flashbacks) available to them and offer practical help in establishing • Avoidance and emotional numbing contact. • Hyperarousal (irritability, insomnia) • Other symptoms • Depression and anxiety • Alcohol and drug misuse • Other physical symptoms such as headaches, dizziness, and chest pains Co-Lead Source: NHS - Post-traumatic stress disorder (PTSD)
How affected in indiv ividuals can help lp th themselv lves • Self-help at work: • Talk to a friend/colleague/line manager about your experience and your feelings • Participate in staff de-briefing sessions following the event • Ensure that you are involved in and kept informed in relation to the open disclosure process and review/investigation of the incident • Self-help at home: • Take time to relax and time to exercise • Get enough sleep • Maintain a good diet • Follow a structured schedule • Spend time with family and friends - don’t isolate yourself • Recognise that healthcare is complex and mistakes/errors happen. • Expect the incident to bother you. Remember that your response is a temporary and normal reaction to an abnormal event. Source: HSE - Supporting Staff Following an Adverse Event Co-Lead
A reminder… People are different and react differently to events. A situation trivial to one person might affect another deeply. A team’s ability to provide emotional support can be useful in a range of situations: • Adverse events • Patient outcomes ranging from mild to severe or death. • Potentially harmful events – “near misses” • Traumatic or critical patient experiences • Personal complaints • Violent or aggressive patients • Irate patients or relatives Co-Lead
How coll lleagues/managers can help lp ASSIST-ME model to o assis ist t managers, coll olleagues and peers in in ith 2 nd nd vict com ommunicating with victims • A • ACKNOWLEDGE with empathy the event and the impact on the member of staff • ASSESS the impact of the event on the member of staff and on their ability to continue normal duties. • S • SORRY – express regret for their experience • S • STORY – use active listening to let them recount what happened. • SHARE personal experiences • I • INQUIRE – encourage questions • INFORMATION – provide answers/information Co-Lead
• S • SUPPORT and SOLUTIONS Handouts with ASSIST-ME example • Formal emotional support questions/phrases will be provided • Informal emotional support later in the session • Practical support • T • TRAVEL – provide continued support and reassurance going forward • M • MAINTAIN contact • MONITOR progress • MOVING forward • E • END – reaching a stage of closure from the event. • EVALUATE Co-Lead Source: HSE - Supporting Staff following an adverse event
Group exercis ise (2 (20 min in.) Form groups of three. Each group should have a story card handout and an ASSIST ME handout. Groups pick and read one story card, and each person takes on a role: The second victim • One person takes the perspective of the affected staff member from described in the story card (if there are multiple affected staff members in the story, the individual decides which staff member). • The “second victim” attempts to put themselves in the shoes of the affected staff member in the story. The colleague • The second person takes on the role of a colleague of the affected staff member. • The “colleague” attempts to support them, using the ASSIST -ME model and general empathy The observer • The third person takes on the role of observer. • The observer observes without interfering, potentially taking notes, noticing what works and does not work. Carry out a supportive conversation between the second victim and the colleague, using the ASSIST ME handout and general empathy. After three minutes of conversation, reflect on the experience together. During the reflection, the observer asks questions to allow for reflection on certain aspects of the experience. Repeat with a new story card and new roles. Reflect on how different situations call for different forms of emotional support. Co-Lead
Thank you 11 Co-Lead
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